Navigating Postsecondary Legislation: Examining the Lived Experiences of College Literacy Instructors Implementing an Education Reform

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Research on Community Colleges: Faculty Experiences, Sense of Belonging, and Institutional Responses to Changing Economic Environments (Table 1)

Abstract

Legislation impacting developmental education (DE) in the U.S. has increased amidst concerns about its effectiveness in helping students despite its proven role in providing equitable access for diverse populations. Texas House Bill (HB) 2223 changed DE courses into a corequisite model, combining integrated reading and writing (IRW) courses with courses like first-year writing for simultaneous enrollment. Although research has examined IRW courses and corequisites separately, little exists on their combination or implementation of HB 2223. Using phenomenology, this study documents experiences from eight Texas community college instructors teaching IRW courses, examining how this legislation was realized, what changes were made, and why. Findings will emphasize the vital role of instructors in DE practices for diverse student needs for future legislation.

Author

• Candice P. Oelschlegel, Texas State University